Reading+Closely+the+Novel

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 * Module 1toc

Unit III
 * The Novel: **
 * Students explore character interactions and motivations and how they contribute to the development of a central idea. Students also analyze how rich figurative language contributes to a better understanding of evolving characters and emotions in the story. **

Common Core Standards
**RL.9-10.1** Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. **RL.9-10.2** Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. **RL.9-10.3** Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. **RL.9-10.4** Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). **W.9-10.2.b, d** Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. **W.9-10.4** Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. **W.9-10.9** Draw evidence from literary or informational texts to support analysis, reflection, and research. **SL.9-10.1.a, c, e** Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. **L.9-10.1.a, b** Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Reading—Literature/Informational text **
 * CCS Standards: Writing **
 * CCS Standards: Speaking & Listening **
 * CCS Standards: Language **

** Suggested Student Objectives **
1) Read closely for textual details 2) Annotate texts to support comprehension and analysis 3) Engage in productive evidence-based discussions about text 4) Collect and organize evidence from texts to support analysis in writing 5) Make claims about and across texts using specific textual evidence 6) Develop and incorporate domain specific vocabulary in written and verbal responses 7) Express and analyze evolving impressions of the text as it advances
 * Students will continue to develop unit 1 and 2 skills. Students will be required to/Should will be able to **
 * Unit 1 and 2 focus objectives **

1) Provide an objective summary of the text 2) Paraphrase and quote relevant evidence from a text 3) Critique one’s own writing and peers’ writing 4) Revise writing 5) Generate and respond to questions in scholarly discourse 6) Present information, findings, and supporting evidence clearly, concisely, and logically
 * Unit III **

“Dreaming of Heroes”
 * The Novel **
 * __ The Joy Luck Club __**
 * [[file:amy_tan_-_two_kinds.pdf|"Two Kinds" by Amy Tan]]
 * “Rules of the Game” by Amy Tan
 * __ Friday Night Lights __**

** Suggested Additional Readings **
__ The Color of Water __ by James McBride

__The Little Prince__ by Antoine de Saint-Exupery

__The House on Mango Street__ by Sandra Cisneros

** Resource Links **
Found on Engageny.org pdf pdf pdf


 * Fishbowl protocol in a 10th grade ELA class **
 * Making a Claim **

Activities
The fishbowl discussion is designed to mimic real-life interactions, where people move in and out of conversations as contributors or as recipients of information. The activity promotes active listening for students and allows them to join and contribute as they feel comfortable. The purpose of the fishbowl discussion is to facilitate student discussion around the two “Mr. Julius Caesar” competitions in a structured manner. Arrange the students into two mixed groups: an inner Group (A) and an outer Group (B). Explain that as Group A discusses questions posed by the teacher, Group B observes and listens to Group A’s discussion. When a member of Group B wants to join Group A’s discussion, students should tap a Group A classmate and they trade places. Explain that all students should be in Groups A and B at some point during the discussion.
 * Activity 5: Fishbowl Discussion **
 * Ø Students listen.
 * Ø Arrange the desks in two concentric circles. Members of the inner circle discuss questions posed by the teacher. Members of the outer circle listen, observe, and decide when they would like to swap places in order to contribute to the discussion taking place.
 * Ø Teachers may wish to set up parameters for this task (e.g., time limits, number of student swaps, number of student swaps per discussion question) so that the flow of student discussion is not disrupted in a way that curbs the quality of the conversation.
 * Ø Depending on class size, there may be more than one fishbowl at a time. In this situation, the teacher may want to solicit note takers to keep track of the ideas being expressed. Note takers can share after the fishbowl discussion.

1) Divide students into two groups, A and B. Distribute and display the Detail Expansion Tool. Explain to students the purpose of the Detail Expansion Tool is to determine why and how specific details from the text are important in describing the characters’ development and plot development. As a class, discuss the first detail, and share the kinds of details students may look for as they work through the text. 2) Students use to the Detail Expansion Tool as they refer to the sample specific textual detail that is important in describing character and plot development.
 * “Prove It!” Evidence-Based Discussion **
 * PART I **

3) Instruct students to complete the Detail Expansion Tool A or B depending on their group. Some parts of the table are missing, and students need to fill in the missing information. Students should add their own details and expand on them, and they should seek the guidance of 2–3 classmates within their same A or B group. There is also room at the end of the form to add other details the students think are important or contribute to the development of the story or characters thus far. 4) Students read and complete the Detail Expansion Tool A or B.

Introduce students to a quick discussion activity: “Prove It!” In this activity, students work in teams to make claims about the text and challenge the opposing team to support the claims. This activity transitions from the previous activity as it allows students to search for more claims and supporting details that they may have missed with the Detail Expansion Tool. It also gives students an opportunity to make broader statements and start to notice any emerging patterns in the text and to support these findings with varying details. Instruct students to remain in their A and B groups from the previous activity. Students reread the assigned reading and discuss one of the following prompts: Following group discussion, Team A is asked to make a statement about character X Character Y. They then challenge Team B to “Prove It!” Team B looks for evidence that supports Team A’s statement and share out. Team B then makes a statement about the narrator’s first impression of Character A and challenges Team A to “Prove It!” Team A looks for evidence that supports Team B’s statement and share out.
 * PART II Prove It! **
 * Team A: What relationship is being established between character X and Character Y?
 * Team B: What is the narrator’s opinion of Character A?
 * Students move into two teams and reread the text to prepare for discussion.


 * Stay and Stray **

The teacher will divide the class into groups of four or five students, with each group getting a poem and/or piece of artwork, an oversized sheet of paper, and markers. Within the groups, the students will analyze the poem/artwork that was assigned to them and discuss their thoughts and feelings relating to the work. The group will then use the oversized sheet of paper and markers in order to create a visual presentation of their discussion. At the end of the group activity, one student will volunteer to be the presenter while the other members of the group will watch the presentations of the other groups. The students watching the presentations will have a short period of time to read the poem assigned to the other group or view the piece of artwork. The presenters will then discuss what their group thought and explain the work that was completed.

**Table Text**

The teacher will divide the class into groups of four or five students. Each group will receive a poem along with a worksheet presenting four to five questions (enough for each student in the group to always have a question to answer). The students will read the poem, and then answer the first question on their worksheet. After a predetermined time interval, the students will switch worksheets and then answer the next question. Once all the questions on the worksheet have been answered, the students will then have a group conversation based on their thoughts and the answers of their classmates.

**Think-Pair-Share** Considering and thinking about a topic or question and then writing what has been learned; pairing with a peer or a small group to share ideas; sharing ideas and discussion with a larger group To construct meaning about a topic or question; to test thinking in relation to the ideas of others; to prepare for a discussion with a larger group Use at least two pieces of textual evidence from both texts in your response. You may focus on one set of parents/children from each text or incorporate all four.
 * Discussion Groups ** Engaging in an interactive, small group discussion, often with an assigned role; to consider a topic, text, question, and so on To gain new understanding or insight of a text from multiple perspectives
 * Quickwrite ** Responding to a text by writing for a short, specific amount of time about a designated topic or idea related to a text. To activate background knowledge, clarify issues, facilitate making connections, and allow for reflection.
 * Unit III Sample Writing Prompts **
 * “Rules of the Game” Joy Luck Club **
 * How does the interaction between Waverly and her mother in this passage reveal a central idea of the text?
 * What do Waverly’s perceptions reveal about the relationship between the communities of Chinatown and “America” portrayed in this text?
 * How does the relationship between Waverly’s thoughts and actions compare to the relationship between her mother’s actions and thoughts?
 * How does Waverly’s character develop through confrontation and competition? Draw upon evidence from throughout the chapter to support your understanding.
 * “Two Kinds” Joy Luck Club **
 * How do Jing-mei’s interactions with her mother develop over the course of this passage? What is she hoping will happen?)
 * How do Jing-mei’s mother’s expectations of her daughter relate to her expectations of America? Call upon your understanding of the word prodigy to inform your response.
 * What do you notice about the way that Jing-mei’s mother speaks? How does her voice compare to the voice of the narrator?
 * What might Tan’s purpose have been for creating this difference in voice?
 * What did Jing-mei’s mother leave behind in China? How does Jing-mei describe her mother’s attitude towards this loss?
 * How does Jing-mei feel about her “Peter Pan” haircut? How does the following paragraph (beginning with “In fact”) complicate your understanding of her feelings?
 * According to Jing-mei’s mother, why is Jing-mei “not the best”? What trait does she find valuable?
 * How does Jing-mei’s new understanding of her “true self” differ from her former sense of self
 * How does Jing-mei ‘s mother transform over the course of this passage? What causes this change?
 * What “kind” of daughter has Jing-mei become? How has she developed over the course of the text? Support your response with evidence from the excerpts
 * “Dreaming of Heroes” Friday Night Lights **
 * How does Mike’s relationship with his father develop a central idea of the text?
 * What connection does Bissinger develop between Don and Charlie Billingsley’s relationship and Permian football? Use key details from the text to support your response.
 * Post Unit Assessment **
 * Unit 3: ** How do the relationships between children and their parents develop the central ideas of these two texts?
 * Choose either “Rules of the Game” or “Two Kinds” from Tan’s The Joy Luck Club, and compare it to Bissinger’s “Dreaming of Heroes” from Friday Night Lights. How do the relationships between children and their parents develop a central idea common to these two texts?